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Preparing America’s Preparing America’s
FutureFuture
Math-Science InitiativeMath-Science InitiativeSusan Sclafani, Susan Sclafani, Assistant SecretaryAssistant Secretary
US Department of EducationUS Department of Education
No Child Left BehindNo Child Left Behind Key PrinciplesKey Principles
• Increase accountability for student Increase accountability for student performanceperformance
• Focus on what worksFocus on what works
• Reduce bureaucracy and increase Reduce bureaucracy and increase flexibilityflexibility
• Choices for students and parentsChoices for students and parents
Expenditures for Elementary and Secondary Education
0
50
100
150
200
250
300
350
400
450
500
550
1990-91
1991-92
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
Years
Dol
lars
in b
illio
ns
Other Local State Federal
249. 261.3 274.2
287.5 302.5
318. 339.2
361.384.
411.5
442.7462.7
482.501.
NAEP Reading Scores (Age 9) and ESEA Funding (in 2004 dollars)
0
5
10
15
20
25
1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004
Fund
ing
(in b
illio
ns o
f dol
lars
)
185
235
285
NA
EP
Sca
le S
core
ESEA Funding (constant dollars) Long-Term Trend NAEP Reading Score NAEP Reading Score
Economic ChangeEconomic Change
• Changing nature of the workforce.Changing nature of the workforce.
• Fastest growing jobs require some Fastest growing jobs require some education beyond high school. education beyond high school.
• Employers express concern about Employers express concern about the lack of essential skills among the lack of essential skills among students.students.
Skill Level ChangesSkill Level Changes
Unskilled
60%
Skilled
20%
Professional
20%
Skilled
65%
Unskilled
15%
Professional
20%
1950 1997
National Summit on 21st Century Skills for 21st Century Jobs
Graduation Rates for the United States
All Students 70%
White 72%
African American 51%
Hispanic 52%
Manhattan Institute Data from Public High School Graduation and College Readiness Rates in the U.S.
(September 2003)
NAEP 2000 Math Assessment
12th Graders Scoring “Below Basic”
• 35 percent of all students
• 56 percent of Hispanic students
• 69 percent of African-American students
• 60 percent of low-income students
• 23 percent of students with college-educated parents
Losing Our Edge?Losing Our Edge?
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National
Assessment of Educational Progress (NAEP), 2000
A Question Most “Below Basic” A Question Most “Below Basic” Students Answered IncorrectlyStudents Answered Incorrectly
Chris wishes to carpet the rectangular room shown below. To the nearest square yard, how many square yards of carpet are needed to carpet the floor of the room if the closet floor will not be carpeted? (1 square yard = 9 square feet)
NAEP 2002 Reading Assessment
12th Graders Scoring “Below Basic”
• 26 percent of all students
• 39 percent of Hispanic students
• 46 percent of African-American students
• 40 percent of low-income students
• 18 percent of students with college-educated parents
Losing Our Edge?Losing Our Edge?
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2002
High Expectations?High Expectations?
Sax, L.J., et al. The American Freshman: National Norms for Fall 2003
In 2003, 66 percent of entering freshmen at 4-year colleges and universities reported that they had studied or done homework for less than six hours per week during their senior year of high school.
College remediation ratesCollege remediation ratesEntering freshmen, 2000Entering freshmen, 2000
AllAll 28%
PublicPublic 2-year 42%
Public 4-year 20%
Private 4-year 12%Source: NCES, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000,
Community college freshmen placed Community college freshmen placed in remediation, by subject, 2000in remediation, by subject, 2000
Reading, writing, or math
42%
Reading 20%
Writing 23%
Math 35%
Source: NCES, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.
Teacher Impact
Value Added Studies
Children assigned to three effective teachers in a row scored at the 83rd percentile in math at the end of 5th grade, while children assigned to three ineffective teachers in a row scored at the 29th percentile.
William Sanders, University of Tennessee
Subject Matter Knowledge
★ High school math and science teachers with a major in their field of instruction have higher achieving students than teachers who are teaching out-of-field.
★ These effects become stronger in advanced math and science courses in which the teacher's content knowledge is presumably more critical
(e.g., Brewer & Goldhaber, 2000; Monk, 1994; Monk & King, 1994; Rowan, Chiang, & Miller, 1997; Chiang, 1996).
Impact of Professional Development
When professional development is focused on academic content and curriculum that is aligned with standards-based reform, teaching practice and student achievement are likely to improve.
Wiley and Yoon, 1995; Brown, Smith and Stein, 1986; and Kennedy, 1998.
What’s Needed, Pinky Nelson
• Teacher Preparation and Professional Development.
• Targets content in benchmarks and standards
• Incorporates elements of good instruction• Works in context of curriculum materials
• Coherent curriculum K-12• Targets content in benchmarks and
standards• Incorporates elements of good instruction• Tells a story
• Published research on student learning of specific ideas
What’s Hard to Hear, Pinky Nelson
• Most science teaching is ineffective in K-14
• Most students are not learning much science
• Teaching and learning science is hard
• It does not have a mechanical component like math and reading
• Most curriculum materials are not research based and do not help teachers teach or students learn
• Only about 1000 hours are available to teach science K-12: 50 hrs/yr in K-5, 100 hrs/yr in 6-12
Relationship Between “Liking Relationship Between “Liking Math” and Doing WellMath” and Doing Well
220
260
300
340
380
420
460
500
540
580
620
660
700
1.6 1.8 2 2.2 2.4 2.6 2.8 3 3.2 3.4 3.6
Average on liking mathematics scale
Ave
rage
mat
hem
atic
s sc
ore Japan
South Africa
U.S.
The Math “Wars”The Math “Wars”
Constructivist Approaches
Skills-based Approaches
Knowledge is constructed
Knowledge is imparted
Children should develop their own
understanding
Children should master standard facts & concepts
Authentic problems Skill-relevant problems
Intrinsically motivated Extrinsically motivated
Impact Research Results
Classroom-based assessment +
Structured peer feedback +
Tracking -
Understanding +
Direct instruction + - ?
Discovery + - ?
Authentic problems + - ?
Work and practice +
Curriculum ?
Implementation +
System alignment +
Coherent Curriculum – A+ CountriesTopic Grade
1Grade
2Grade
3Grade
4Grade
5Grade
6Grade
7Grade
8
Whole Number Meaning j j j j jWhole Number Operations j j j j jMeasurement Units j j j j j j jCommon Fractions j j j jEquations & Formulas j j j j j jData Representation & Analysis j j j j j2-D Geometry: Basics j j j j j jPolygons & Circles j j j j jPerimeter, Area & Volume j j j j jRounding & Significant Figures j jEstimating Computations j j jProperties of Whole Number Operations j jEstimating Quantity & Size j jDecimal Fractions j j jRelationship of Common & Decimal Fractions j j jProperties of Common & Decimal Fractions j jPercentages j jProportionality Concepts j j j jProportionality Problems j j j j2-D Coordinate Geometry j j j jGeometry: Transformations j j jNegative Numbers, Integers & Their Properties j jNumber Theory j jExponents, Roots & Radicals j jExponents & Orders of Magnitude j jMeasurement Estimation & Errors jConstructions w/ Straightedge & Compass j j3-D Geometry j jCongruence & Similarity jRational Numbers & Their Properties jPatterns, Relations & Functions jSlope & Trigonometry j
Goals of Mathematics-Science Initiative
★ Increase public awareness of the vital importance of mathematics and science education
★ Recruit, prepare, and retain teachers with strong mathematics and science backgrounds
★ Develop a comprehensive research framework on mathematics and science learning and assessment
Math-Science Initiative Web-based Math-Science Initiative Web-based ResourcesResources
★ www.ed.gov/inits/mathscience★ Math Summit 2/6/03
★ Papers, Webcast, PowerPoints★ Teacher Professional
Development Action Plan★ Public Engagement Campaign★ Science Summit 3/16/04
★ www.vodium.com/goto/doed/sciencesummit.asp
★ Papers, Webcast, PowerPoints
★ State Competitions★ Partnership of Departments of Math,
Science or Engineering and High Need School district
★ May include colleges of education, other school districts, CBOs, informal science entities, or corporations
★ Research-based evaluations★ Funding based on numbers of students in
poverty
Math-Science Partnerships
• High expectations for all
• Innovative learning structures that fully
engage students
• High-quality teaching and leadership,
and
• Accelerated transitions to work or
additional education.
Preparing America’s FuturePreparing America’s FutureKey Principles Key Principles
Striving Readers Initiative: $200 million in grants to 50 to 100 school districts to implement effective reading interventions for middle or high school students.
Math and Science Partnerships: $120 million in grants for interventions to increase achievement in mathematics for secondary students.
Adjunct Teacher Corps: $50 million to recruit mid-career professionals to teach math and science in middle and high schools.
Jobs for the 21Jobs for the 21stst Century Century
Advanced Placement (AP): $28 million for professional development for AP teachers in high-poverty high schools.
State Scholars Initiative: $12 million to expand the State Scholars program to all interested states.
Enhanced Pell Grants: $30 million to enhance Pell Grants to reward low-income students who participate in the State Scholars Program by taking a rigorous high school curriculum. Up to an additional $1,000 per year to students in the first two years of college.
Jobs for the 21Jobs for the 21stst Century Century
Smaller Learning Communities
• High schools larger than 1000• $.5million-$1 million per school over five
years• Focus on academic achievement for all
students• Sustainability grants for first time• Option for adolescent literacy grants
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